Access to the General Curriculum of Middle School Students with Mental Retardation: An Observational Study

Remedial and Special Education

Volumn 24, Issue 5, 2003, Pages 262-272

  Wehmeyer, Michael L ^a,b   Lattin, Dana L ^a   Lapp Rincker, Gina ^a   Agran, Martin ^c  

^a UNIVERSITY OF KANSAS   (United States)

^b UNIVERSITY OF KANSAS   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0141941572     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/07419325030240050201     Document Type: Article

References (12)

1. Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general curriculum for students with significant disabilities: What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37, 123-133.
2. Bulgren, J., & Lenz, K. (1996). Strategic instruction in the content areas. In D. D. Deshler, E. S. Ellis, & B. K. Lenz (Eds.), Teaching adolescents with learning disabilities: Strategies and methods (2nd ed., pp. 409-473). Denver, CO: Love.
3. Center for Applied Special Technology. (1999). The National Center on Accessing the General Curriculum. Retrieved May 21, 2002, from http://www.cast.org/initiatives/national_center.html
4. Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. § 1401, (26).
5. McGregor, G., & Vogelsberg, R. T. (1998). Inclusive schooling practices: Pedagogical and research foundations. Baltimore: Brookes.
6. Orkwis, R., & McLane, K. (1998). A curriculum every student can use: Design principles for student access [ERIC/OSEP topical brief]. Reston, VA: Council for Exceptional Children.
7. Rosenthal-Malek, A., & Bloom, A. (1998). Beyond acquisition: Teaching generalization for students with developmental disabilities. In A. Hilton & R. Ringlaben (Eds.), Best and promising practices in developmental disabilities (pp. 139-155). Austin: PRO-ED.
8. Stainback, W., Stainback, S., Stefanich, G., & Alper, S. (1996). Learning in inclusive classrooms: What about the curriculum? In S. Stainback & W. Stainback (Eds.), Inclusion: A guide for educators (pp. 209-219). Baltimore: Brookes.
9. Turnbull, H. R., Turnbull, A. P., Wehmeyer, M. L., & Park, J. (in press). Taking stock and being serious about IDEA outcomes: A quality of life framework for special education. Remedial and Special Education.
10. Wehmeyer, M. L., Lance, G. D., & Bashinski, S. (2002). Promoting access to the general curriculum for students with mental retardation: A multilevel model. Education and Training in Mental Retardation and Developmental Disabilities, 37, 223-234.
11. Wehmeyer, M. L., Lattin, D., & Agran, M. (2001). Promoting access to the general curriculum for students with mental retardation: A decision-making model. Education and Training in Mental Retardation and Developmental Disabilities, 36, 329-344.
12. Wehmeyer, M. L., Sands, D. J., Knowlton, H. E., & Kozleski, E. B. (2002). Teaching students with mental retardation: Providing access to the general curriculum. Baltimore: Brookes.